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... with the PCM 1-PL model is to follow a partial credit, and if the individual's higher abilities will have a score in the high stage category as well (Widhiarso, 2010). The percentage of item responses with score categories 1, 2, and 3 on the test results of the test instrument is in Table 3. The interpretation of Table 3 is that the Partial Credit pattern in the test instrument has characteristics that include a moderate level of difficulty, this evidenced by the total percentage between categories 1, 2 and 3 does not occur significantly. ...Context 2
... percentage of item responses with score categories 1, 2, and 3 on the test results of the test instrument is in Table 3. The interpretation of Table 3 is that the Partial Credit pattern in the test instrument has characteristics that include a moderate level of difficulty, this evidenced by the total percentage between categories 1, 2 and 3 does not occur significantly. ...Similar publications
cell biology in arabic language illusterated with images for biology students
The critical thinking style that a person has will determine the extent of critical thinking skills. This study aims to look at differences in the critical thinking styles of biology teacher candidates based on academic level. The method applied in this study is non-experimental with a comparative design. The instrument used was the Yanpiaw Creativ...
Citations
... However, critical thinking skills can be measured by multiple-choice tests, especially with items that emphasize high-level thinking (HOT) skills. In addition, the test instruments used to measure critical thinking skills must have a high level of difficulty (Mukti et al., 2021). ...
Critical thinking skills are one of the essential competencies that students in the 21st century must possess. Biology learning in high school emphasizes the development of critical thinking skills, which are essential abilities in understanding, analyzing, and evaluating complex information. This research aims to design a critical thinking skills assessment instrument based on Project-Based Learning for Class X High School Students on climate change material. This study uses a descriptive research method. The data collection technique in this study is by observation and literature study. The preparation of this assessment instrument is designed based on the Scientific Literacy Assessment (SLA). The data that has been collected is then analyzed in three stages, namely data reduction, data presentation, and drawing a conclusion. The results of the study show that a design of observation sheets and assessment instruments has been produced that can be used to measure students' critical thinking skills. This assessment instrument for students' critical thinking skills is designed based on SLAs and is ready to be validated so that a valid assessment instrument is produced. Teachers can use this assessment instrument to assess students' critical thinking skills in project-based learning. This instrument can also be used to provide constructive feedback to students and help them improve their critical thinking skills.
... In answering questions, experiment class students have been accustomed to reading or observing the stimuli presented in the questions, either in the form of pictures or data or facts. This situation causes students to think constructively by connecting the stimulus with the theoretical concepts they already have (Mukti et al., 2021). Constructivist thinking activities participate in developing students' critical thinking skills. ...
